 With rating scales, it is not possible to explore the informant's responses and subjective experiences, nor is it possible to observe behavior directly.Because the GRS is administered by laypeople, critics aver that in a large school system, such as New York City, problems with measurement consistency can be tolerably contained within Regions; but it can be injurious to students wrongly admitted to more rigorous citywide schools for intellectually gifted.In the case of the New York City public schools, the implementation of the GRS and the OLSAT, together, essentially represent a shift away from using IQ as the prime criteria for identifying special needs.